On Thursday, leaving certificate students from all over Ireland will take a break from their studies to take part in a National Science Quiz, starting at 7:30pm in 13 venues nationwide.
Click above to listen to discussion on The Morning Show with Declan Meehan.
This was first broadcast on East Coast FM on 10th September 2015
A quick visit to a toy store confirms that many toys are heavily marketed towards either boys or girls, not both.
Sexist toys, critics say, encourage nurturing and a pretty appearance, while boys focus on building things, and competing with other boys.
This is sending an early message to girls that activities which involve building, creating and problem solving are not meant for them.
This, according to Professor Dame Athena Donald, the new President of the British Science Association, explains why girls are often turned off by science, and particularly hard science subjects like physics.
Sleep research is finding that teenagers starting school at 9am are sleep deprived, and suggest 10am as a time more in keeping with youngster’s natural body clocks.
Scientists have brought a 30,000 year old virus back to life. It was frozen in Siberian ice, melted due to global warming. There is a concern that the virus may be dangerous to humans, and safety testing is underway.
Up to 60% of people that have a mental health problem do not access health professionals, for a variety of reasons. Mental health ‘apps’ – against this background – are proving popular with many first time therapy users.
Delighted to hear that Science Spinning has been short-listed for for Blog Awards Ireland 2015 under the Education and Science category.
The competition was stiff to get onto the long list, so I’m very happy to reach the short list.
The winner will be selected by public votes, so, if you like Science Spinning, you could say so, by voting for it when the voting opens.
The shortlist is opened to a public vote on 7th September.
I’ll be looking for your number one!
The allegedly ‘sexist’ remarks made by Sr Tim Hunt, Nobel Prize winner, led to his resignation from several posts within days and his career is in shreds.
But were the remarks genuinely sexist? Was he treated fairly by the press?
Species of plants and animals are disappearing faster than any time since the dinosaurs. Legendary scientist and advocate Paul Ehrlich believes we have three generations left to do something about it, or we’ll end up like other ‘walking dead’, doomed species.
Facial recognition software is improving all the time, and governments and private companies are very interested in the data it provides. What’s now possible and how worried should be?
In education there is a well-known theory called the self-fulfilling prophecy. This is where a student meets the expectations of teachers and parents.
Does this explain the apparently strange reality where men are better at maths than women, while girls do better than boys in maths in primary school?
Click below to hear a discussion of these topics on The Morning Show with Declan Meehan
This was first broadcast on 25th June 2015 on East Coast FM
For example, a recent survey conducted on academics across three universities in Ireland – DCU, NUIM and RCSI – found 78.7 per cent ‘agreed strongly’ that communication skills are an essential part of scientific training at 3rd level.
However, despite this finding, when it comes to the implementation of science communication initiatives here it’s s a case of too little, far too late.
There used to be no communication training for scientists whatsoever. These days things have improved, slightly. There are now a small number of taught modules for PhD candidates within the structured PhD programme.
I have taught some of these PhD modules, so I declare that interest. However, the experience has left me strongly believing that PhD stage is far too late. For real change to happen, it has to be implemented far earlier, and in a more radical way.
Many of the PhD students I have come across are often too focused on their research, and its minute details, to care about communication and there is little encouragement from their supervisors.
The way science is structured means that supervisors want the PhD candidates working tirelessly in the lab, and anything that is a distraction from that is resisted – actively or passively.
Science communication fits that category.
At undergraduate level in Ireland, in science and engineering, there is no science communication training at all, yet this is where it needs to begin.
The communication problem we have in science begins on the first day the science or engineering undergrad sits down and listens to their first lecture.
The undergrad begins to build new knowledge and this includes learning the language of science, or more precisely, the languages of science.
As they learn the languages of science, they delve ever deeper into the subject matter, and they move further away from what is – plain English.
By the time, students have completed a four year degree they are routinely using words and terms that are opaque to the average person.
It is seen as something of a scientific badge of honour to be able to understand the ‘jargon’ of Geology, or Biology, or subsets upon subsets of such areas.
The big picture is lost; the ability to see where a research area came from historically, where it fits in with the modern world, and where it’s going.
The drive is for new knowledge, more detailed, more precise, often more remote from the ‘man in the street’ and to publish such new knowledge.
To try and train PhD candidates to communicate science to a general audience, thus, goes against everything they have been taught up to then.
Teaching science communication to PhDs is akin to a struggle to get them to ‘unlearn’ how they communicate science, and to start again, with a completely new perspective. Difficult. Not impossible, but difficult. Far better to start earlier.
The real driving force for change here in Ireland is the funding agencies, such as Science Foundation Ireland, who demand that outreach be done.
In return for receiving funding from the Irish taxpayer the scientist today MUST describe his research in terms everyone that pays tax in Ireland can understand. Fair is fair – after all the taxpayer is footing the bill.
However, this relatively new (since around 2000) landscape in Ireland is uncomfortable for many scientists, as simply they don’t like to communicate, and if they do, they believe their work is devalued.
Scientists often complain that science journalists ‘dumb down’ research to make it understandable to the public or try to ‘sensationalise it’.
These are often the same scientists that can’t be bothered to try explain their work in a way that can make it accessible to a wide audience.
The problem for these ‘old school’ scientists in Ireland and elsewhere is that government funding bodies continue to insist that they explain and talk to the public. No communication = no further funding. End of.
So, for lots of reasons, scientists need to be better able to communicate their science to a wider public, the question is how best to do that?
Given that – as I wrote earlier – the problem begins on the first day of university, then the solution has to start also on that very first day.
The whole system has to change. That is probably why nothing has really happened up to now. The solution demands a radical change at 3rd level.
Science communication cannot be done as an afterthought at post graduate level. No. The way we teach science must change. Science communication must be embedded in curriculum. It must be part of the way subjects are taught.
The ability to explain science, and to understand where it fits in to the broader picture, must be a central part of the actual teaching and learning of science itself. It might sound like common sense, but in science, this will be seen as revolutionary talk in some quarters.
So, for example, the learning of the principles of Genetics must go hand in hand with an ability to explain the science to a group of non-scientists.
This means students must truly understand the science, before they move on to the next level, and how better to test that than to get them to describe.
These communication skills can be part and part of group work, and group work is also an essential part of how science is done.
In short, the scientific leadership in Ireland must stop seeing communication as separate from science. It must become part of scientific training from day one.
Undergraduates must be encouraged to think, how would I communicate this concept to other people? This can be done in many imaginative ways. Let’s talk about it.
It’s time now to embed communication into the training of scientists. There are working models out there if we care to look – in places like Aalborg University in Denmark. It’s time for action.
This is quite something. It means that most people believe that no matter how good a scientist is in the lab, they will not have e successful career if they can’t effectively communicate the value of their research to their peers and non scientists alike.
Being a top scientist in the lab is not, it seems, enough. Over the 20 years I have spent working as science journalist, I have found that – almost without exception – the top scientists are also superb communicators.
The leading scientists today, those typically aged in their 40s, 50s and 60s, have managed to become brilliant communicators without any training whatsoever.
Indeed in the 1980s in my own period as a undergraduate, talking to the press, or lay people about science, was not encouraged at all. It was even frowned upon.
Today there is no argument; everyone agrees; whether it is writing a grant proposal, or pitching for funding, or talking to a group of 15-year-old school students, scientists absolutely need to have very good communication skills.
Against this background, it is remarkable that science communication training in Ireland, and lots of other developed countries too, only happens – if it happens at all – at post-graduate level. This is a case of far too little, and far too late.
Doctoral students, and their research supervisors, often resent being dragged away from the lab, to do a science communication module, which they see, at that stage of their career – and rightly so – as being less than their number one priority.
The Danish model
So, how do other countries ‘do’ science communication? Could we be doing things better? The answer is, most certainly, yes.
Perhaps the best model around is that of Aalborg University in Denmark. This highly progressive university was set up in 1974 with the specific remit of having communication ’embedded’ into undergraduate science degrees.
Thus, learning about how to communicate science goes hand in hand, from day one, with the actual learning of scientific concepts. How better to test whether learning has happened or not, than to test students’ ability to explain a concept or an idea to others?
Undergraduates thus see communication of science, as part and parcel of the learning of science. The students realise that they will be judged by examiners on their learning of science, as expressed through the quality of how they communicate it.
In short, the students must become good communicators to make it through their degree. The better they are at communication the higher the grades they will achieve.
This is a totally different, and much more productive approach, than lumping communication modules on post grads. It’s too late at that stage, as post-grads will have already spent four, five or six years in a system that has ignored the need to communicate.
That’s sorted then.
So, all universities in Ireland you have been served notice – It’s time to embed communication skills into all your undergraduate degree science programmes, or face the consequences down the line.
If this is done well, then students, the university, and Irish society, and the high-tech local economy generally will benefit hugely.
What makes a psychopath? Why are some people more empathetic to others? How does mindfulness change the brain? Are parasites controlling our minds? Are infections a significant cause of mental illness in humans?
CLICK HERE TO LISTEN
The week’s contributors:
Dr. Robert Hare is a Canadian psychologist and researcher, who was the first to suggest that psychopaths’ brains might be ‘wired differently. He is the author of several bestselling books about psychopaths including ‘Snakes in Suits‘ which described how psychopaths operate in the corporate world. For more information on Dr Hare visit http://www.hare.org/welcome/
Prof. Christian Keyers is a Dutch scientist and part of the group of researchers that discovered ‘mirror neurons’ in the brain. These neurons are active when we are subconsciously imitating the actions of other people or their patterns of speech. Christian wrote a book, ‘The Empathic Brain‘ which provides a scientific explanation for empathy. For more information on Prof Keysers visit: http://www.empathicbrain.com/
Donna Andersen is an entrepreneur, author and owner of the website http://www.lovefraud.com Donna set up this website after a disastrous two-year marriage. She has also written two books, ‘Love Fraud‘ and ‘Red Flags of Love Fraud‘ to provide useful information for people who are in, or who have been in, damaging relationships with psychopaths/sociopaths.
Dr Dusana Dorjee is a neuroscientist based at the Centre for Mindfulness Research and Practice in the School of Psychology at Bangor University. Her research investigates the links between mindfulness and mental well-being. She is particularly interested in mindfulness as it impacts on the mental health in children and adolescents. For more information about Dr Dorjee visit: http://www.mindfulbrain.bangor.ac.uk
Joanne O’Malley is a mindfulness facilitator trained by the Centre of Mindfulness Research and Practice, at Bangor University. The recording used some background sounds from a class given by Joanne O’Malley, of ‘Mindfulness at Work’ now known as ‘Mindfulness and Compassion’. She offers Mindfulness Courses and Training in Dublin. For more information email: email@example.com or visit http://www.mindfulnessandcompassion.ie
Carl Zimmer is a world-class science writer and columnist with The New York Times, where his column, ‘Matter’, appears each Thursday. In his books, essays, articles and blog posts, Carl reports from the frontiers of biology, where scientists are expanding our understanding of life. He is a popular speaker at universities, medical schools, museums and festivals, and he is also a regular guest on popular US radio shows such as This American Life. He is the author of several books, including ‘Parasite Rex’. To find out more about Carl and his work visit his blog at http://carlzimmer.com/
Dr Jaroslav Flegr is a Professor of Biology at Charles University in Prague. He is a parasitologist, evolutionary biologist, and the author of the book ‘Frozen Evolution’. Dr Flegr work on the influence of toxoplasmosis infection on personality, sex ratios, and risks of traffic accidents, has received substantial media attention, with his work on road accidents being particularly prominent. He has claimed that Toxoplasma gondii infection might increase the number of road accidents by as much as one million crashes worldwide per year. For more information on Jaroslav’s work visit http://web.natur.cuni.cz/flegr/index.php
Dr. E. Fuller Torrey is a renowned research psychiatrist specializing in schizophrenia and bipolar disorder (also known as manic-depressive illness). He is a founder of the Treatment Advocacy Center and executive director of the Stanley Medical Research Institute, which supports research on schizophrenia and bipolar disorder. He is also a Professor of Psychiatry at the Uniformed Services University of the Health Sciences.He has also carried out research in Ireland and Papua New Guinea. For more on Dr Torrey and his research visit http://www.treatmentadvocacycentre.org/about-us/dr-e-fuller-torrey
Professor Joanne Webster is a scientist at the Imperial College London. After gaining a double First class B.Sc. hons, she did a D.Phil at the University of Oxford where she examined the epidemiology of zoonotic disease within the UK. Her doctoral research developed a new line of research on the impact of Toxoplasma gondii on host behaviour and is association with chronic disease. For more on Prof. Webster visit http://bit.ly/1l3KyNa
Ever feel like you need your own space? In the night sky that is!
If so, you might be the type that is interested in what the night sky looked like overhead on the day you were born, got married in Australia, or when the Easter Rising broke out in Dublin?
It has been possible for some time now for anyone with a laptop to tap into the robotic global network of telescopes through the EU-funded GLORIA project.
Personal Space takes things a stage further by personalizing the sky for users.
According to its developers, the app is “an online invitation to connect with and explore the universe in an intuitive way by presenting beautiful astronomical images of the sky overhead at key moments and places of personal significance”.
By inputting an event date, time and location (e.g. wedding date and place) through a web interface, the user is supplied with an image of the part of the universe that was directly above them at that significant moment in their life.
GLORIA scientists are building an archive of stories by geo-mapping political and historical events to the sky above.
The archival sky images are provided by the Sloan Digital Sky Survey.
For more information contact:
Prof. Lorraine Hanlon (Astronomer), UCD School of Physics, Belfield, Dublin 4, Ireland. Email: Lorraine.firstname.lastname@example.org. Mobile: 085-7262888. Landline: +353-1-7162214.
Emer O Boyle (Artist), UCD School of Physics, Belfield, Dublin 4, Ireland. Email: email@example.com. Mobile: 087-2832483.
The win made it an impressive two-in-a-row of national victories for the Lucan school, who also won the competition last year in its the inaugural year.
Gabrielle Fullam, Tina Ehiguese and Lisa Browne came up with a video that was the stand-out winner of a national competition with many high quality entrants.
The winning rap, grabs the attention, and encourages teenagers to take up a sport. It highlights how exercise can help relaxation, better sleep and academic performance.
The winning video:
The winning students each received a tablet computer and the St Joseph’s College science budget got a significant boost from the win of 5,000 euro.
The Lucan winners last year, for a project called ‘Tobacco Kill’s were Kifah Nur and Claire Williams.
The second place in the competition this year went to Coláiste Éinde in Galway with each team member being awarded an iPod Nano.
St Gerard’s school in Bray came third with each student receiving an iPod Nano.
The Awards come in the light of research last August that found that 31 per cent of teens say that they eat a lot of junk food, and 34 per cent that they have soft drinks at least daily.
The 2nd and 3rd placed videos can be seen at http://www.pumped.ie.